Demo

BCPS Curriculum
MD State Curriculum
Common Core
National Standards

Essential Question for Enduring Understanding

How does Henry Wadsworth Longfellow's poem compare to historical accounts?
Is the poem "Paul Revere's Ride" historically accurate?

BCPS Curriculum for
Grade 5: Social Studies/Library Media
(BCPS)

Grade 5: Revolution- Unit 6

O-2 The student will analyze how increased diversity in the colonies resulted from immigration, settlement
patterns, and economic development.
Standard 2.0 Peoples of the Nation and World - Students will understand how people in Maryland, the
United States and around the world are alike and different. (Source : Maryland State Curriculum )

KSI-B Analyze how conflict affected relationships among individuals and groups.The student will analyze factors that affected relationships in the colonial period.
Standard 2.0 Peoples of the Nation and World - Students will understand how people in Maryland, the
United States and around the world are alike and different. (Source : Maryland State Curriculum )
KSI-A Analyze how conflict affected relationships among individuals and groups.

O-11 The student will analyze the growth and development of colonial America.
Standard 5.0 History - Students will use historical thinking skills to understand how individuals and
events have changed society over time. (Source : Maryland State Curriculum )

O-12 The student will analyze the causes of the American Revolution.
Standard 5.0 History - Students will use historical thinking skills to understand how individuals and
events have changed society over time. (Source : Maryland State Curriculum )

O-13 The student will analyze the effects of the American Revolution.

Standard 5.0 History - Students will use historical thinking skills to understand how individuals and
events have changed society over time. (Source : Maryland State Curriculum )

KSI-A Analyze how the revolution altered colonial and national governments.
KSI-B Analyze the different roles and viewpoints of individuals and groups, including women, men,
free and enslaved Africans, and Native Americans during the Reolutionary period.

O-4 In response to a teacher request to do so, students will be able to locate, evaluate and select
appropriate sources to answer questions.

KSI-A Upon request, students will be able to skim and read from general and specialized reference
sources to develop preliminary questions about the topic.
Upon request, students will be able to identify available resources, including reference
resources.
KSI-B Upon request, students will be able to scan and skim resources to decide which are best to use
and explain why.
KSI-C Upon request, students will be able to use online library catalog and digital resources to select
materials for a specific purpose.

O-5 In response to a teacher request to do so, students will be able to evaluate information found in
selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social
and cultural context.
KSI-A Upon request, students will be able to gather information from a variety of sources.
KSI-B Upon request, students will be able to determine importance of information.
KSI-C Upon request, students will be able to use criteria to evaluate resources.

O-9 In response to a teacher request to do so, students will be able to analyze and organize information
using technology and other information tools.
Reading: Standard 4: Using Strategies to Comprehend Texts Objectives R4.1 Student uses strategies
to prepare to read. R4.2 Student uses strategies to interpret the meaning of words, sentences, and
ideas in texts. R4.3 Student uses strategies to go beyond the text. R4.4 Student uses strategies to
organize, restructure,organize, restructure, and synthesize text content. R4.5 Student monitors comprehension and reading
strategies throughout the reading process. (Source : College Board, Language Arts )
Writing: Standard 4: Evaluating and Revising Texts Objectives W4.1 Student evaluates drafted text for
development, organization, and focus. W4.2 Student evaluates drafted text to determine the
effectiveness of stylistic choices. (Source : College Board, Language Arts )
Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply
knowledge to new situations, and create new knowledge. (Source : Standards for the 21st Century
Learner )
Upon request, students will be able to utilize the most appropriate method for recording
information.
KSI-A
KSI-B Upon request, students will be able to analyze the quality of data, information, and resources.

O-11 In response to a teacher request to do so, students will be to present new knowledge and reflect on
their learning as they conclude an inquiry based research process.
Media Literacy: Standard 3: Composing and Producing Media Communication Objectives M3.1
Student analyzes purpose, audience, and media channel when planning for a media communication.
M3.2 Student develops and produces an informational or creative media communication. M3.3
Student evaluates and revises a media communication. (Source : College Board, Language Arts )
Writing: Standard 5: Editing to Present Technically Sound Texts Objectives W5.1 Student edits for
conventions of standard written English and usage. W5.2 Student employs proofreading strategies
and consults resources to correct errors in spelling, capitalization, and punctuation. W5.3 Student
edits for accuracy of citation and proper use of publishing guidelines. W5.4 Student prepares text for
presentation/publication. (Source : College Board, Language Arts )
Speaking: Standard 3: Preparing and Delivering Presentations Objectives S3.1 Student analyzes
purpose, audience, and context when planning a presentation or performance. S3.2 Student gathers
and organizes content to achieve purposes for a presentation or performance. S3.3 Student rehearses
and revises. S3.4 Student presents, monitors audience engagement, and adapts delivery.

KSI-A Upon request, students will be able to communicate, present and share new learning.

Maryland State Curriculum for Grade 5:Social Studies/ Library Media
(MSDE)

Standard 5.0 History: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States.

C. Conflict between Ideas and Institutions

1. Analyze the causes of the American Revolution

Maryland Technology Literacy Standards for Students
(MSDE)

1.0 – Technology Systems: Develop foundations in the understanding and uses of technology systems.
2.0 – Digital Citizenship: Practice ethical, legal, and responsible use of technology.
3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.
4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats.
5.0 – Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data.
6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
(MSDE)

College and Career Readiness Anchor Standards for Reading
Key Ideas and Details:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas:
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge:
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

U.S. National Educational Technology Standards for Students
(ISTE)

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

U.S. Standards for the 21st-Century Learner
(AASL)

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.6 Use information and technology ethically and responsibly.

Paul Revere's Midnight Ride Teacher Resources

Paul Revere's Midnight Ride
Teacher Resources